This chapter intends to answer the question, “What are some guidelines for working effectively in virtual teams?” To further advance existing literature, the authors utilized a qualitative phenomenological approach with a randomly-sampled group of seven students who had completed master's-level education courses that were conducted in an online format at a private Midwestern University. Students were halfway through their course completion at the time of data collection. In addition, a random sample of one program administrator and four faculty members were interviewed. Specifically, students who enrolled in online Master's in Education courses are required to work in study teams to complete a certain portion of the course work. Study teams can often be difficult to navigate in person and with the added dimension that a virtual experience brings to developing trusting, successful working relationships, different working guidelines are needed. Findings revealed that managerial and social aspects of online learning and teaching were critical for online students' success.
Qualitative Evaluation of Emotional Intelligence In-Service Program for Secondary School Teachers
